David Street School
Contributing · State
- Year levels
- 1–6
- Total roll
- 509
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 45 David Street, Morrinsville
- Territorial authority
- Matamata-Piako District
- Phone
- 07-8897780
- office@davidst.school.nz
- Website
- http://www.davidst.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- OUR MOTTO KIA MAIA - HAVE COURAGE
- Our motto is about having the courage to grow tall and strong as a whole person. It is about making the right decisions and taking personal responsibility for our actions. It is about having the courage to walk each day under the umbrella of our Mission, Vision and Values.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- On offer
- NETBALL FOR YEAR 1 & 2 CHILDREN
- NETBALL FOR YEAR 3-6 CHILDREN
- Basketball
- Hockey
- Gymnastics
- Hip Hop
Along with gymnastics DSS usually enter Hip Hop / Cheerleading / Aerobics teams.
- Cheerleading
Along with gymnastics DSS usually enter Hip Hop / Cheerleading / Aerobics teams.
- Aerobics
Along with gymnastics DSS usually enter Hip Hop / Cheerleading / Aerobics teams.
- Touch Rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 408
- Māori
- 125
- Pacific
- 15
- Asian
- 60
- MELAA
- 13
- Other
- 1
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 18 | 2 | 9 | 0 | 0 | 62 | 0 | 74 |
| Year 02 | 19 | 1 | 11 | 2 | 0 | 60 | 0 | 76 |
| Year 03 | 19 | 1 | 7 | 2 | 0 | 69 | 0 | 82 |
| Year 04 | 21 | 2 | 8 | 4 | 0 | 65 | 0 | 78 |
| Year 05 | 16 | 4 | 12 | 2 | 0 | 62 | 0 | 77 |
| Year 06 | 18 | 2 | 7 | 2 | 0 | 62 | 0 | 75 |
| Year 07 | 6 | 3 | 4 | 0 | 0 | 18 | 0 | 23 |
| Total | 117 | 15 | 58 | 12 | 0 | 398 | 0 | 485 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 17 | 2 | 8 | 0 | 0 | 60 | 0 | 70 |
| Age 06 | 19 | 1 | 12 | 2 | 0 | 61 | 0 | 78 |
| Age 07 | 19 | 1 | 7 | 2 | 0 | 67 | 0 | 80 |
| Age 08 | 21 | 1 | 7 | 4 | 0 | 64 | 0 | 77 |
| Age 09 | 13 | 5 | 11 | 2 | 0 | 64 | 0 | 77 |
| Age 10 | 21 | 2 | 8 | 2 | 0 | 63 | 0 | 78 |
| Age 11 | 7 | 3 | 5 | 0 | 0 | 19 | 0 | 25 |
| Total | 117 | 15 | 58 | 12 | 0 | 398 | 0 | 485 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
10%
| David Street School | 10% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 18.9% |
| Māori | 22.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 5.9% |
| Total | 10% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| David Street School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| David Street School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 453
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 January 1955
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 4
- Last reviewed
- 17 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (17 December 2024)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The same report — the board assurance report of 17 December 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO identified the following area of non-compliance during the board assurance process:
obtaining a Police vet for every person whom the board appoints or intends to appoint to a position at the school before the person’s employment or engagement at the school begins. [s 104 Education and Training Act]
The board has since addressed the area of non-compliance identified.
What ERO wrote in its latest report
This is ERO’s report of 17 December 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Context
David Street School is in Morrinsville and provides education for learners in Years 1 to 6. The school’s vision is based on Kia Maia and provision of an inclusive and welcoming culture for learning. The school has a relationship with kaumatua , kuia and whānau . The school and community hold the values of honesty, excellence, responsibility, curiosity and respect.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of June 2022, ERO and the school worked together to evaluate how responsive and effective the local curriculum is in improving outcomes for all learners, with a particular focus on student engagement, wellbeing, and achievement.
Expected Improvements and Findings
The school expected to see further actions implemented to enhance the effectiveness of the school’s local curriculum and enable increased engagement, confidence and success for all learners.
The school’s learning pathways and assessment practices support students to have greater ownership and understanding of their own learning.
A strengthened approach to school-wide learning support, effectively responds to students’ diverse needs, enabling learners to develop confidence and experience greater success.
Students at risk of not achieving are clearly identified and some make accelerated progress.
Ongoing opportunities for all students to participate and learn in meaningful and relevant contexts promotes higher levels of engagement in learning.
Other Findings
The greatest shift that occurred in response to the school’s action has been the further strengthening of professional collaboration; a culture of trust and meaningful inquiry to inform targeted action and improve outcomes for all learners.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable and excellent.
Most students are achieving at or above expected curriculum levels in reading, writing and mathematics; Māori students are achieving at similarly high levels in relation to their non- Māori peers in literacy and at slightly lower levels in mathematics; boys are achieving at slightly lower levels than girls in literacy.
Almost all students make progress over a year and some students including target learners make accelerated progress to meet curriculum expectations; students with additional needs progress in relation to their individual goals.
Wellbeing data shows almost all students have a strong sense of belonging and positive relationships with their teachers and peers.
The school is not yet meeting the Ministry of Education’s target for regular attendance.
Conditions to support learner success
Leadership is effective in strengthening and sustaining a successful learning community focused on continuous improvement.
Genuine collaboration at every level of the school community supports the achievement of the school’s strategic vision and improvement goals.
Clear expectations and comprehensive guidelines for teaching, learning and assessment promote consistency of high-quality teaching practice across the school.
A strong commitment to manaakitanga that sustains respectful relationships with local hapū , contributes to upholding Te Tiriti o Waitangi and supporting success for all students.
Teachers implement a responsive and rich curriculum that enables students to experience success.
Inclusive environments and respectful relationships between teachers and students promote a strong sense of belonging and positive engagement in learning.
A deliberate focus on developing students’ learning capabilities and skills in communication, literacy and mathematics contributes to high levels of overall achievement.
A well-planned approach to tracking the progress of target learners each term supports useful inquiry into strategies to improve learning progress and outcomes.
Well-established school conditions enhance continuous improvement in learner outcomes.
The board actively represents and serves the school community and makes well informed resourcing decisions to enable equitable opportunities for students to learn and succeed.
A strong focus on engaging parents and whānau in their children’s learning and regular communication over progress and achievement, strengthens home and school partnerships.
A strategic approach to professional learning and ongoing collaboration between leaders and teachers strengthens collective capability to improve and sustain positive outcomes for students.
Part C: Where to next?
The agreed next steps for the school are to:
provide opportunities to further strengthen middle leadership capability to enable sustainability of school practices
continue to implement effective strategies to accelerate learning, challenge students to achieve excellence and increase equitable outcomes for identified students, including boys in literacy
minimise barriers to learning and increase overall rates of regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review and adapt the school’s assessment practices to implement the new priorities for assessment
review the school’s existing curriculum progressions to align to new structured literacy and mathematics programmes.
Annually:
extend annual target setting to include a focus on increasing the number of students achieving above expected curriculum levels in reading, writing and mathematics
extend analysis of a variety of data to further inform internal evaluation and targeted action for continuous improvement
continue to evaluate and report on the effectiveness of actions and practices to strengthen student learning, progress, achievement and attendance.
Actions taken against these next steps are expected to result in:
increased and sustained levels of equity and excellence in outcomes for all learners
increased rates of regular attendance.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau , kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children
Shelley Booysen Director of Schools
17 December 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 4 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).